This study proposes a spatial restructuring strategy as a community-based school that can be opened step by step based on the existing middle school construction environment and village. Middle schools preparing to adapt to the co-educational environment were selected in earnest, and the necessity of community learning and the architectural direction for restructuring the school space were summarized. Through domestic and foreign cases, the architectural strategy for restructuring the community-based school space was derived into three types (physical expansion, boundary structure reset, and selective movement system). In order to implement the above strategy, the layout type of middle school in Ulsan metropolitan city and the composition of the reference space for the co-learning support program were identified. It was found that the co-learning support group was adjacent to the entry space, and to the propose of a restructuring scenario, it was classified into four types (simultaneous accessible, front door access predominant, back door access predominant and deep entry dominant). The possibility of three architectural strategies was identified for each type, and the strategy of rearranging existing programs and expanding or editing openings was highly ranked. This study began with the need for learning that adolescents should grow together with villages, and we expect true learning growth through the improvement of the architectural relationship structure between villages and schools.